Psichology II: Cognitive Processes and School Learning
Main language of instruction: Catalan
Head instructor
Dr. Jaime CAMPS - jaumecamps@uic.es
Dra. Crista WEISE - cweise@uic.es
Office hours
The office hours will be arranged according to the needs of the student and always by appointment through email with / the teacher
mcbalaguer@uic.es
jaumecamps@uic.cat
The subject has as basic objective the development of skills related to understanding of as you GAB knowledge and as the school can influence this acquisition. This will be a study of the different theories of learning that have most influenced the current conception of teaching and learning processes.On the other hand, intends to students to acquire skills of classroom management from the content that is taught and skills related to their training com teaching analytical and reflective.
-Reach certain competencies to work the subject
-understand and know how to communicate the contents of the subject
-knowledge contextualize the content learned aspects of actual school life
- learn environments according to the characteristics of the children EP
- acquire mechanisms to regulate the process of learning
1. Meet and classifies the psychological and personality characteristics in the period 6-12.
2.-know find the contextual circumstances of the students to give explanation to the development of personality and the different types of learning.
3. Identify, analyze and understand the teaching and learning of children from 6-12 years and knows how to relate with the environment becoming aware of its complexity.
13. Is familiar with the strategies that students use to learn, their learning needs, personal development and the problems that appear, and knows how to tackle.
20. Has sufficient knowledge of behavioral psychology to analyze and understand their own behavior and that of others.
21. Know integrating contextual information for each educational situation and knows transfer the results of its analysis to a particular intervention (systems thinking)
1. Cognitive development: individual components and learning psicosocialesdel
2. Educational Psychology: historical
3. Cognitive Psychology
4. Psychological theories of learning
5. Creating dialogic knowledge
6. Multiple Intelligences
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-14 | Learning contract Presentation methods / lecture | Theory classes Individual / independent study and work |
CEM-15 | Cooperative learning Presentation methods / lecture | Theory classes Individual / independent study and work Group study and work |
CEM-16 | Case studies | Individual / independent study and work Tutorials |
CET-3 | Learning contract Presentation methods / lecture | Individual / independent study and work |
CET-4 | Cooperative learning Learning contract | Group study and work Tutorials |
CET-6 | Case studies Presentation methods / lecture | Theory classes Individual / independent study and work |
CET-7 | Presentation methods / lecture | Individual / independent study and work Tutorials |
CG-02 | Individual / independent study and work Tutorials | |
CG-04 | Problem-solving exercises | Group study and work |
CG-06 | Presentation methods / lecture | Theory classes Individual / independent study and work |
The evaluation of the course will be developed based on a cumulative criterion: progress will be assessed throughout the teaching period. Registrations will be removed from this evaluation activities of continuous assessment, which will have a different nature. Specifically, the course will be evaluated based on the continuous development of a portfolio, participation in relevant academic tutoring and testing individual assessment. Other situations where data are extracted observation and assessment of classroom participation and self-assessment. We will distinguish the activities of training evaluation activities.
To achieve maximum objectivity in the evaluation, the student will be required to the maximum possible consistency between the notes of individual assessment and group assessment notes. In the absence of such consistency will always prioritize the individual grade obtained in the classroom, as a final grade. This is because we believe that group work is unique in compentencia and other skills that the student / are to be achieved at the individual.
Consistent with social responsibility entails the role of teachers must be given more than two factors in the evaluation of this subject. First note that the attitudes that teachers consider academic irresponsibility may result in not achieving the approved course, in complete contradiction to enter the master profile / e, as pointed 5th overall objective of subject. Secondly, and in relation to the CG 2, specify the language used in this course is Catalan (although it can work documents in Spanish or English), in this sense, any written assessment test is penalized with 0.2 points each misspelling considered serious. If the review of a work is perceived, from the beginning, too many misspellings or improper wording, work will be returned to the student / to correction and re-delivered after a week. In this case a pass to access as much. We believe that these considerations will be helpful to improve the quality of future work as teachers and academic work today.
It is also important to mention that this subject has two distinct parts. The part of Psychology of Learning develops 7 credits and represents 80% of the final grade and the part of Social Psychology represents 2 credits and the remaining 20%. Although the general evaluation criteria are those contained in this teaching guide, each of the teachers of the two parties will specify those specific aspects that they consider appropriate for them
Grilled later shows what the learning outcomes expected of students and what system will be evaluated. The rating will be based on the common scale of the Faculty of Education
- Continuous assessment tests (15%) and integrative test (30%) : Total45 %. If the test is aborted inclusive should go to 2nd call
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
Annual report Objective tests | |
Annual report Objective tests | |
Annual report Level of participation Objective tests | |
Oral questions Annual report Objective tests | |
Annual report Level of participation | |
Structured interview Objective tests |
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Wells, G. (2001). Indagación dialógica. Hacia una teoria y una práctica socioculturales de la educación (pp. 237-270). Barcelona:Paidós
Woolfolk, A.; Hugues, M. y Walkup, V. (2008). Psychology in Education. Essex: Pearson
Pozo Municio, I. (2000). Aprendices y maestros (4ª ed.). Madrid: Alianza.
Interacció entre iguals i adults (Psicologia social) (Jaume Camps)
Allport, G. W. (1979). The Nature of Prejudice. Cambridge: Perseus Books. (1a edició de 1954)
Aronson, E. (2000). El animal social (8a edició). Alianza.
Biscarri, J., Samper, L. i Sanuy, J. (1985). Socialització infantil i dinàmica del grup-classe. Lleida: Dilagro.
Córdoba, A.I. et al. (coords) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.
Gerrig, R.J. i Zimbardo, P.G. (2005). Psicología y vida. Naucalpán de Juárez: Pearson.
Gil, F. i León, J.M. (1998). Habilidades sociales. Madrid: Síntesis.
Harris, J. R. (1998). The Nurture Assumption. New York: The Free Press.
Hartup, W. W. (1998a). The company they keep: Friendships and their developmental significance. In A. Campbell, & S. Muncer (Eds.), The social child. Hove: The Psychology Press.
López, F. et al. (2003). Desarrollo afectivo y social. Madrid: Pirámide.
Maccoby, E. E. (2003). The Two Sexes. Growing up Apart, Coming Together. Cambridge: Harvard University Press.
Marín, M. (1998). Psicología social de los procesos educativos. Sevilla: Algaida.
Páez, D. et al. (coord.). (2004). Psicología social, cultura y educación. Madrid: Pearson Educación.
Parsons, T. (1976). La clase como sistema social: algunas de sus funciones en la sociedad americana. A Gras, A. (Ed.). Sociología de la educación. Textos fundamentales (pp. 53-60). Madrid: Narcea. file:///C:/Users/usuari/Downloads/Unidad2aParsons.pdf
Perinat, A. (1998). Psicología del desarrollo. Barcelona: EDHASA.
Steele, C. M. (1997). A Threat in the Air. How Stereotyper Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629.
Thorne, B. (1993). Gerder Play: Girls and Boys in School. New Brunswick: Rutgers University Press.
Turner, J. C. (1987). Rediscovering the Social Group. A Self-Categorization Theory. Oxford: Basil Blackwell.
Interacció entre iguals i adults (Psicologia social) (Jaume Camps)
Allport, G. W. (1979). The Nature of Prejudice. Cambridge: Perseus Books. (1a edició de 1954)
Aronson, E. (2000). El animal social (8a edició). Alianza.
Biscarri, J., Samper, L. i Sanuy, J. (1985). Socialització infantil i dinàmica del grup-classe. Lleida: Dilagro.
Córdoba, A.I. et al. (coords) (2006). Psicología del desarrollo en la edad escolar. Madrid: Pirámide.
Gerrig, R.J. i Zimbardo, P.G. (2005). Psicología y vida. Naucalpán de Juárez: Pearson.
Gil, F. i León, J.M. (1998). Habilidades sociales. Madrid: Síntesis.
Harris, J. R. (1998). The Nurture Assumption. New York: The Free Press.
Hartup, W. W. (1998a). The company they keep: Friendships and their developmental significance. In A. Campbell, & S. Muncer (Eds.), The social child. Hove: The Psychology Press.
López, F. et al. (2003). Desarrollo afectivo y social. Madrid: Pirámide.
Maccoby, E. E. (2003). The Two Sexes. Growing up Apart, Coming Together. Cambridge: Harvard University Press.
Marín, M. (1998). Psicología social de los procesos educativos. Sevilla: Algaida.
Páez, D. et al. (coord.). (2004). Psicología social, cultura y educación. Madrid: Pearson Educación.
Parsons, T. (1976). La clase como sistema social: algunas de sus funciones en la sociedad americana. A Gras, A. (Ed.). Sociología de la educación. Textos fundamentales (pp. 53-60). Madrid: Narcea.
Perinat, A. (1998). Psicología del desarrollo. Barcelona: EDHASA.
Steele, C. M. (1997). A Threat in the Air. How Stereotyper Shape Intellectual Identity and Performance. American Psychologist, 52(6), 613-629. http://users.nber.org/~sewp/events/2005.01.14/Bios+Links/Krieger-rec5-Steele_Threat-in-the-Air.pdf
Thorne, B. (1993). Gerder Play: Girls and Boys in School. New Brunswick: Rutgers University Press.
Turner, J. C. (1987). Rediscovering the Social Group. A Self-Categorization Theory. Oxford: Basil Blackwell.